Although information technology has revolutionized virtually every aspect of how we interact with products and services, it has changed learning to a surprisingly small degree. In a study of a ...digital textbook service, we provide a new conceptual definition and measurement of technology fit. We conceptualize task-technology fit as how well a technology is integrated with a set of interrelated tasks included in achieving the goal of the behavior where the technology is used. Whereas research on technology adoption typically explains around 40 percent of the variance in motivation to adopt, our model explains as much as 76 percent.
This study investigated the effects of interactive e-textbooks on 7th grade students' learning and cognitive load. The specific objective was to investigate how multimedia interactivity of an ...e-textbook affects students’ perceived learning, grades, and cognitive load compared to a static PDF e-textbook. The study involved two groups of students trialing an interactive e-textbook and a static PDF e-textbook within the environmental unit of science class. Both quantitative and qualitative approaches were employed to analyze the data. Data was collected from student surveys, unit final test and teacher interviews. Results indicated that students using the static PDF e-textbook performed better on the unit final test. Significant differences were obtained in perceived learning between the two groups with students using the interactive e-textbook having higher perceived cognitive and affective learning scores than those using the static PDF e-textbook. There were no significant differences between the groups regarding their cognitive load levels. We hope that the findings of this study would assist in future design and implementation of interactivity in classroom e-textbooks for K-12.
•An interactive e-textbook was created to measure effects on students' learning and cognitive load.•There were significant differences in perceived learning between the interactive and static PDF e-textbook group.•The static PDF e-textbook group performed better on the unit final test.
This article presents an experimental model (prototype) of an electronic textbook for studying a narrative plot, based on the six-year-long wintering of the Pomors in the Arctic in the 18th century. ...The article describes the main stages of making a multimedia textbook. The article provides guidelines for selecting sources, dividing the material into sections, developing the textbook structure, implementing it in an electronic form, and making the best use of multimedia capabilities. A multimedia textbook can offer clarity of presentation, quick feedback and the flexibility to adjust it regularly as new information becomes available. The article describes the sections of the multimedia textbook, gives examples of tasks, explains the practical relevance of studying the ‘Arctic Robinsonade’ plot and proves the effectiveness of using a multimedia educational resource for distance learning on literature. The product developed may be used at schools and universities for mass study and testing, and self-study.
This research aims to develop an Android-based e-textbook for a learning media course to enhance student learning outcomes. The learning media course was selected because students require an ...e-textbook to improve their comprehension of the criteria and creation techniques of learning media during online learning. This study utilized the research and development method with the 4D model created by Thiagarajan and Semmels. Six learning media expert validators tested the product’s feasibility, and the product’s effectiveness was tested on students through experiment research. Descriptive statistics and an eligibility criteria table were used to determine the product’s feasibility and usability. In addition, an independent sample t-test was used to determine the product’s effectiveness. According to the expert evaluation results, the product validity falls into the "very good" category (4.50 out of 5, or 90%) in aspects of language, presentation, appearance, and usefulness. The effectiveness test results indicated that the Android-based e-textbook significantly affects student learning outcomes. In addition, students’ perceptions of the usefulness, ease of use, and satisfaction of the Android-based e-textbook are also in the "very good" category (4.27 out of 5, or 85%). According to a qualitative data survey, students mentioned that the most useful aspects of the product were the tutorial videos, quizzes, menus, and page markers. Nevertheless, a few students experienced difficulties with their internet connection and reading limitations.
Purpose
This paper is part of an extensive research conducted as part of a doctoral thesis. The purpose of this paper is to collect and present the comprehensive list of e-textbook characteristics ...acquired from research in the English as a foreign language (EFL) subject area in Croatian higher education and present a useful checklist in the form of a conceptual model for e-textbook creation.
Design/methodology/approach
Literature was reviewed with the aim of collecting published e-textbook characteristics which were then combined with the characteristics obtained from research data. The data were collected through four distinct online questionnaires on the Survey Monkey platform.
Findings
Teaching EFL requires the use of different materials, authentic and specifically published for this purpose. The research results are used to discuss the possibility of blending all materials into one electronically published unit by considering the proposed e-textbook characteristics. The presented conceptual model for e-textbook creation can be used as a foundation for e-textbook design and evaluation in all subject fields.
Originality/value
The paper presents a list of e-textbook characteristics as an extensive list which can be applied in e-textbook design and evaluation in any subject field.
This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group ...I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.
An E-textbook of Modern Standard Arabic (MSA) is an important device that supports the on-line practical aspects of the teaching Arabic as a foreign language (TAFL). The present study was aimed at ...describing the characteristics of the design and discourse of the Schulz’s E-textbooks of MSA. The study focused on Schulz MSA E-Textbook as an instructional material package of standard Arabic of the intermediate levels (B1 and B2 levels). The study used the qualitative research approach with the discourse-analysis method of data analyses.The results showed the following findings. The design of the E-package is web-based with multimedia as resources. The content prioritizes on grammar material in each initial lesson unit of the textbook. Although standard modern Arabic is used as the language variant for the language skills, colloquial language variants are given sufficient attention that can be accessed only in the E-edition version of the package. In terms of the contents of the discourse, a wide selection of texts are used with varied themes in the field of education, social affairs, economy, culture, politics, religion, environment, and technology. Citations embedded in header texts do not always match the contents of the discourse. The religious discourse pieces in the materials seem to be positioned more as socio-cultural facts rather than as theological facts. Keywords: E-textbook, Modern Standard Arabic, discourse, learning material DESAIN DAN WACANA BUKU PELAJARAN BAHASA ARAB BAKU AbstrakBuku ajar elektronik bahasa Arab standar merupakan perangkat penting yang mendukung aspek-aspek praktis online pada pembelajaran bahasa Arab sebagai bahasa asing (PBABA). Penelitian ini bertujuan untuk menggambarkan karakteristik desain dan muatan wacana buku ajar elektronik bahasa Arab Standar. Kajian difokuskan pada e-text karya Eckehard Schulz yang banyak digunakan di Indonesia dan dibatasi pada tingkat menengah (tingkat B1-B2). Penelitian menggunakan pendekatan penelitian deskriptif kualitatif dengan analisis wacana. Hasil penelitian menunjukkan temuan berikut. Desain e-textbook MSA Schulz berkarakter web based dengan multimedia sebagai resources. Kontennya memprioritaskan materi tata bahasa di setiap awal pelajaran. Meskipun keterampilan berbahasa Arab ditekankan pada penggunaan variasi standar atau modern language, variasi colloquial language mendapat perhatian cukup memadai yang hanya dapat diakses dalam versi e-edition. Dari segi muatan wacana, ia menghadirkan banyak muatan seperti pendidikan, sosial, ekonomi, budaya, politik, agama, lingkungan, dan teknologi. Kutipan yang disematkan di setiap header halaman tidak selalu cocok dengan isi wacana. Yang menarik, wacana agama di dalamnya terlihat lebih diposisikan sebagai fakta sosial-budaya daripada fakta teologis. Kata kunci: buku elektronik, bahasa Arab standar, wacana, kegiatan pembelajaran
An increase interest in multimedia content as a result of rapid inclusion of innovative technologies in all industries of our life and in educational establishments, could be observed. It was ...multimedia content that among other, gives an opportunity to interest, and to promote interest of students to education, to improve maintenance of education, to individualize it, to perfect forms and methods of education, to facilitate the choice of future profession, etc. Information in an electronic textbook must be clearly structured and logically systematized; brought to conformity with student’ age, organized in successive and logical way. The structure of electronic textbook must be clear, that will give an opportunity clearly and correctly to set links between its separate parts.In order to develop an electronic textbook it is important to choose as a sources such editions (printed, electronic) that meet requirements of standard program and are laconic and comfortable for creation of hypertexts, contain plenty of examples and tasks, are presented in comfortable formats. It is necessary to remember, that a Electronic Textbook is needed not only to prepare to classes but also for students own work, and also to the students who study remotedly, and can spread to any electronic transmitters. Multimedia components (digital voice, fragments of video and animation insertions in basic part of edition), in author’opinion, are necessary in electronic editions on the whole, as there is dependence between the method of mastering of material and ability to renew knowledge after a while. Voice accompaniment could be given as authorial text, remarques, noise effects to illustrate events that take place. A sound could synchronously accompany videoshots or animation. Educational material must be distinguished by objectivity, scientific character; new concepts, uses of facilities of evidentness (illustrations, maps, charts, and others like that), must be sent to that, to pass to that, who studies, certain information, to teach him/her independently to use a book.
E-Textbooks and Students' Learning Experiences Sun, Jun; Flores, Javier; Tanguma, Jesus
Decision sciences journal of innovative education,
01/2012, Volume:
10, Issue:
1
Journal Article
Peer reviewed
ABSTRACT
The contribution of the e‐textbooks can be enormous considering their additional supporting features, but adoption has not crystallized yet. This study examines the relevant experiences of ...college students in terms of how the use of e‐textbooks may enhance their learning. A survey study was conducted to measure the perceptions of each student on how helpful an e‐textbook is for facilitating learning (i.e., E‐book Helpfulness), how well it promotes his/her involvement in learning (i.e., Student Involvement), and how much improvement it makes on learning outcome (i.e., Learning Outcome). Results indicate that e‐textbooks are perceived as enhancers of student learning experiences in two complementing routes: (1) E‐textbook Helpfulness enhances students’ learning outcomes directly and (2) Student Involvement plays an important mediating role between E‐textbook Helpfulness and Learning Outcome if students use e‐textbooks in class. These findings suggest that the successful adoption of e‐textbooks requires schools to provide necessary resources (e.g., computer labs) and instructors to actively engage students in using e‐textbooks.
PDF
